O uso do software Geogebra no ensino visual da Matemática: um relato de experiência no ensino médio

Abstract

This study aims to report and analyze the use of the GeoGebra software as a pedagogical resource for visual mathematics teaching, based on an experience carried out with a second-year high school class. Mathematics, although essential for the development of logical reasoning and critical thinking, still presents learning difficulties, especially in contents that require a higher level of abstraction. In this context, the use of digital technologies emerges as an alternative to make the teaching and learning process more dynamic and meaningful. The methodology adopted is characterized as an experience report, with a qualitative and descriptive approach, involving the application of the GeoGebra software in lessons focused on functions and spatial geometry. During the experience, student participation, interest, and understanding of the contents were observed. After the classes, a questionnaire with objective questions was applied to evaluate students’ perceptions regarding the use of the software. The results showed that most students considered that GeoGebra contributed to a better understanding of mathematical contents, facilitating the visualization of graphs and geometric figures and making the classes more engaging when compared to traditional lessons. It is concluded that the use of GeoGebra, when properly planned, can be an important support tool for mathematics teaching, promoting active student participation and more meaningful learning